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Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
 

Great eLearning vs. Online Road Kill: How Can You Tell the Difference?

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    Great eLearning vs. Online Road Kill: How Can You Tell the Difference? Great eLearning vs. Online Road Kill: How Can You Tell the Difference? Presentation Transcript

    • Great eLearning vs. Online Road Kill: How can you tell the difference? Brian BridgesDirector, California Learning Resource Network
    • Road Kill Slides and Links¡ http://brianbridges.org
    • Today’s Entrees¡ Who is eLearning & what models are they using?¡ What’s the difference between a quality online course and online roadkill?¡ How are schools blending instruction and which models are being implemented?
    • Dessert Possibilities¡ What processes and tools can I use to evaluate courses in alignment with our district goals?¡ How do I take an online course for a test drive and extract meaningful feedback?
    • Required reading for the revolution¡ Disrupting Class ¡ Clayton Christensen & Michael Horn¡ Classifying K-12 Blended Learning ¡ Heather Staker & Michael Horn¡ California eLearning Framework ¡ CCSESA
    • California Learning Resource Network Your one-stop source for Common Core or CA standards- aligned electronic learning resources
    • Online Courses¡ Six Subjects¡ CCSS & Content Standards¡ iNACOL Course Standards
    • Electronic LearningResources S Software, Internet, video, & online courses S Six subject areas S Common Core State Standards or original CA content standards
    • FreeWeb InformationLinks• Reviews of 5,900 free and commercial-free web sites • Aligned to CCSS• Free software and web tools• iOS & Android Apps• Primary, secondary, & reference materials
    • National eLearning data Not really. You already took the blue pill.
    • Florida Virtual School 303KFLVS
    • How are your studentsgoing to learn online?¡ Full-time virtual school¡ Blend online learning with classroom instruction
    • Classifying K-12Blended Learning May 2012Heather Staker & Michael Horn
    • Blended learning, V2Blended learning is a formal education program inwhich a student learns at least in part throughonline delivery of content and instruction withsome element of student control over time, place,path, and/or paceandat least in part at a supervised brick-and-mortarlocation away from home.
    • Blended Learning¡ Only 10% of students will join virtual schools.¡ Blended learning (blended/hybrid) will dominate¡ Four probable models
    • Four Blended Models¡ Rotation¡ Flex¡ Self-Blend¡ Enriched Virtual
    • Rotation¡ Students rotate on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a classroom with a traditional face-to-face teacher.
    • Rotation Varieties¡ Station Rotation¡ Lab Rotation¡ Individual Rotation¡ Flipped Classroom
    • Flex Model¡ Students take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
    • Self-blend¡ Students chose to take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
    • Enriched Virtual¡ Students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction
    • California eLearning Census: Trending Past the Tipping Point http://www.clrn.org/census/ Brian BridgesDirector, California Learning Resource Network
    • Census Motivation¡ Collect accurate virtual and blended learning populations¡ Understand the blended models in use¡ Discover the publishers in play
    • Census Question Set¡ Collaborated with Evergreen Education Group¡ Pestered Horn/Staker for updated definitions
    • Question Set¡ Do your students participate in online learning? ¡ If not, are you discussing or planning to implement online learning?¡ Does your school operate an on- campus virtual school?
    • Question Set¡ What blended learning models are being utilized?¡ How many schools are participating?¡ Students from which grade levels are participating?
    • Census Questions¡ How many students participating in full-time virtual learning?¡ How many students are participating in blended learning?¡ How many students learned online during summer, 2011?
    • Census Questions¡ From which companies are you purchasing content?¡ Which supplemental software, Internet resources or open education resources are involved?
    • Challenges¡ Building a spreadsheet of all districts and direct-funded charters¡ Testing the question
    • Who is eLearning?¡ California eLearning Census¡ March 1, 2012 – May 1, 2012¡ 1634 K-12 districts & direct-funded charters¡ Current results from 485 districts (30%)
    • Who is eLearning? 281 districts 45% & charters
    • Who wants to eLearn? 63% 32%
    • eLearning by Grade 27% 47% 83%
    • Starting Small¡ 24% (41 districts) < 20 students online¡ Predominant model: Self-blend¡ Bottom 50 districts: 542 students
    • So….How Many?¡ Virtual: 19,820 ¡ (N: 60 (50% district, 50% charters)¡ Blended: 86,675 ¡ N:172 (75% districts, 24% charters)
    • Online and Blended PopulationActual Count Projected Count¡ Virtual: 19,820 ¡ 210,000¡ Blended: 86,257 ¡ 3.4% of the student population¡ Total: 106,077
    • Summer 2011 Breakdown¡ 90 districts/charters utilized online learning during summer¡ 23,087 students ¡ N: 90 (78% districts, 22% charters)
    • 2011/12Census Breakdown¡ One outlier: Riverside @ 22K students¡ 216/481 districts/charters eLearning¡ 579 schools¡ Average: 504¡ Blended Median: 80¡ Virtual Median: 56
    • Enrollment Breakdown
    • Blended Model Breakdown Self-Blend 60%Hybrid-Virtual 36% 31% of districts & charters Rotation use more than one model 29% Flex 17% 0% 10% 20% 30% 40% 50% 60% 70%
    • Course PublisherDistribution 23% of districts & charters use more than one provider
    • Self-Built Courses & OER
    • Planning for eLearning¡ Initial Research ¡ Using iNACOL’s tool ¡ Research or discussion stage¡ Models Planned to Pilot or Implement ¡ Blended learning program ¡ Independent study ¡ Court Community Schools
    • Trending Past the Tipping Point
    • The 90/10 Prediction¡ Only 10% of students will learn full-time at a virtual school¡ Remaining 90% will learning online AT school¡ CA eLearning Census confirms their prediction
    • Before you jumpon thebandwagon….
    • Why eLearning?¡ What problem are you trying to solve?
    • Project Tomorrow Why are Students choosing online courses?
    • 2010: Benefits of Online Learning
    • 47% 45%
    • How Administrators think online learning addresses district challenges.Benefits 2007 2011Eliminate costs associated with 14% 38%textbooksKeep kids engaged in school 34% 47%Provide classes in “hard to staff” areas 18% 26%Provide personalized instruction to 17% 27%studentsOffer academic remediation to students 23% 46%
    • Online Course Non-Consumers ¡ Orphan Courses ¡ College Credit ¡ AP anything ¡ World languages ¡ Summer School ¡ Independent ¡ Home School Study ¡ Credit Recovery
    • Why do schools eLearnand under whichconditions do things gobadly?
    • Keeping  Pace  Planning What  is  the  educational  goal? Who  are  the  intended  student  groups? What  are  the  capabilities  and  desires  of   your  district?
    • Keeping  Pace  Planning 18  month  planning  process Ñ 
    • Strategic  Planning Ñ Needs  analysis Ñ Stakeholder  involvement Ñ Program  definition Ó  Identifying  models,  courses  &  teachers Buy-­‐‑in Ñ 
    • Collect  Data Ñ Assess  your  technology   infrastructure Ñ Determine  your  students’  and   teachers’  technology  skills Ñ Research  the  availability  of  quality,   standards-­‐‑aligned  resources Ñ Determine  teacher  professional   development  needed
    • Course  Development Ñ Course  development  PD Ñ Research  standards-­‐‑based  content Ñ Designing  infrastructure Ñ Budgeting
    • Piloting Ñ Piloting  select  content Ñ Community  outreach Ñ Course  quality  check Ñ Program  evaluation
    • Course selection pinball
    • How do you knowif it’s any good?Garbage in…Garbage out
    • Has the course beenreviewed/approved byany agencies?¡ CLRN¡ University of California A-G requirements¡ NCAA¡ College Board
    • What about U.C. A-G? I’m so glad you asked.
    • Planning forQuality¡ CLRN/University of California Partnership¡ CLRN-Certified Courses ¡ Content Standards: 80% ¡ iNACOL Standards: 80% ¡ 15 Power Standards
    • Online Courses¡  75 reviewed ¡  Accelerate, Aventa, Class.com (Cambium), Compass Learning, e2020, K12.com, Odysseyware, Pearson, Plato, Thesys¡ In the Queue ¡  Advanced Academics, Apex, National University Virtual High School
    • Analysis of the 1st 72¡ 19 courses (26%) certified¡ 11 courses (20%) only missing D10¡ Most common problem ¡  Content standards alignment¡ 20 courses (36%)< 80% content standards ¡  Range from 34% met to 78% met
    • New OCR Documents¡ CLRN Re-Review Policy¡ OCR Frequently Asked Questions
    • Filters should onlyserve as a first levelof review
    • Does it teach the standards?
    • Common Core State Standardsor state content standardsDemonstrate, Practice, & Assess Quantity, Depth and Degree
    • Not everything you read on the Internet is true.Or why all educational resources should be vetted.
    • Virginia Textbook Scandal¡ Our Virginia: Past and Present ¡  4th grade history text¡ Black soldiers fought for the South¡ 6K died at the Battle of Bull Run ¡  Actually, 22K¡ Hundreds of factual errors¡ Virginiaʼ’s review committee did not include any trained historians
    • Self- Reviewing Resources¡ Just like you do now for high school textbooks.
    • Has CLRN reviewed it?
    • CLRN’s Online CourseReviews¡ Alignment to the Common Core State Standards or to California’s original content standards.
    • CLRN HOme
    • List  View  
    • Not Met standards
    • How does it compare toother online courses?
    • iNACOL Standards forQuality Online Courses
    • Standards for Online Courses ¡ Southern Regional Education Board ¡ iNACOL ¡ Texas Virtual School Network ¡ California Learning Resource Network
    • iNACOL/TxVSN/CLRNOnline Course Standards¡ Content¡ Instructional Design¡ Student Assessment¡ Technology¡ Course Evaluation and Support
    • Content¡ Content depth and breadth¡ Information literacy skills¡ Learning resources and materials¡ Communication process between teachers, parents, and students¡ Content accuracy and bias
    • Instructional Design¡ Course design and organization¡ Meaningful and authentic learning experiences¡ Multiple learning paths for students to master the content¡ Higher-order thinking skills¡ Instructor-student and student-student interactions; and supplemental tools and resources.
    • Student Assessment¡ Alignment between the course goals and activities and its assessment strategies¡ Insure that there are adequate and appropriate methods to assess students¡ Assure that students are constantly aware of their progress.
    • Technology¡ Course architecture¡ User interface¡ Accessibility¡ Interoperability
    • Course Evaluation andSupport¡ Evaluating course effectiveness¡ Accreditation¡ Teacher and Student preparation and support
    • Individual  Course  Review  
    • Individual  Course:  Online   Standards   Display  
    • Standards Display 2
    • Are Teachers andStudents Prepared?¡ Virtual courses are not f2f¡ Teaching & learning differ
    • Online Vs. f2f¡ The Chronicle of Higher Education¡ 51K students from 2004-2009¡ 8% gap in completion (f2f/virtual)¡ Online students more likely to drop-out
    • Structure & isolation ¡ Navigating online interfaces (students & staff) ¡ Time management issues (students) ¡ Technical support needed ¡ Extensive training in online-teaching methods (teachers)
    • Instructor Preparation¡ E5: Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
    • Instructor Preparation¡ E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
    • Instructor Preparation¡ E8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online.
    • Instructor Support¡ E9: The provider assures that instructors are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
    • Student Preparation¡ E10: Students are offered an orientation for taking an online course before starting the coursework.
    • Leading Edge Certification
    • Leading EdgeCertification¡ CUE & Partners¡ 45 hour course¡ Based on iNACOLʼ’s Standards for Quality Online Teachers¡ Three units available
    • LEC Modules¡ Online Learning: History & Concepts¡ Pedagogy¡ Building Community¡ Online Accessibility¡ Assessment and Evaluation¡ Policies and Preparation
    • What do othereducators and studentsthink about the course?
    • Individual  Course  Review  
    • Feedback Questions:Educator¡ Would you recommend this course to others?¡ To what extent does this online course meet your overall expectations?¡ To what extent does this course engage and maintain student interest?¡ To what extent did the online course generally enable students to meet course objectives?
    • Feedback Questions:Educator¡ To what extent does the online course need to be supplemented with face-to-face instruction and student support?¡ To what extent was ongoing and periodic student performance assessment accessible online for you?¡ Please list the major strengths or specific improvements needed.
    • User  Feedback:  Complete  Results  
    • Feedback Questions: Student
    • Feedback: Students¡ Course procedures were clearly posted.¡ Necessary information and materials received on time.¡ Instructions were clear for all materials & activities.¡ Assignment and test grades were provided in a timely manner.¡ Instructor feedback was timely and frequent.¡ Students are offered an orientation
    • Feedback: Students¡ Course was well organized.¡ Activities supported course goals.¡ Course provided opportunities for students to learn from each other.¡ There were frequent tests and quizzes that reflected course content.¡ Discussion groups were generally well organized.¡ Course is appropriate for an online environment.
    • User  Feedback:  Complete  Results  
    • Selecting a great course Or How Not to Buy a Car
    • How NOT to buy a car
    • Right Process/ Wrong People ¡ CCSC TTSC ¡ Survey of Online Credit Recovery Programs ¡ August 2010
    • Describe the SelectionProcess¡ Vendor demonstrations¡ Committee review¡ Open bid to vendors¡ UC approved¡ Cost
    • The Need for Multiple Filters•  CLRN•  Self-review of content and course standards•  Customer feedback
    • Have you taken the course for a test drive?¡ Would you buy a car sight unseen?¡ Would you sit in the passenger seat? ¡ Then why rely solely on a provider demonstration?
    • Course Test Drive¡ Fully functioning demo¡ Student and Teacher accounts
    • Play as a student¡ Participate in several units, spread across the course¡ Be a great student¡ Be a struggling student
    • Be a teacher¡ Access the LMS¡ Can you add content / projects?¡ Check for student progress ¡ Formative & summative assessments
    • Course Test Drive¡ Is the course engaging?¡ Does teach beyond Knowledge and Comprehensive¡ Text based vs. multi-media
    • Laying the foundationfor future high-qualitycoursesYou don’t enter the online revolution withthe courses you want. You enter it with the courses you have.
    • What should weexpect from great online courses?
    • What is not a greatonline course¡ Class 1: Read, self-assess, self-grade, take multiple choice test, repeat¡ Class 2: Watch lecture, complete worksheets, take a multiple choice test, repeat¡ Moving a textbook online is not a foundation for a great course.
    • Your  course  should  be  beMer  than  the  worst  teacher  at  your  school
    • Expect moreA great online course should not look like a textbook.
    • High-quality course¡ Stimulating lectures ¡ Writing¡ Just-in-time reading ¡ Students create, evaluate, and analyze. ¡ Active learning ¡ Variety of assessment¡ Engaging activities that types go beyond knowledge and comprehension
    • Make use of themedium¡ Rich media ¡ Lecture clips, video demonstrations and clips, variety of multi-media, simulations,¡ Ease of use ¡ LMS helps inform instruction. Students/teachers always know where they are.
    • Make use of themedium¡ Multiple learning paths ¡ Teacher is informed of problems. Students are provided alternative lessons.¡ Engaging ¡ Active learning, online discussions, writing & analyzing, authentic activities
    • Has CLRN Certified it?
    • CLRN OCR Expansion¡ 2012-13 ¡ World languages ¡ CCSS high school math course standards ¡ Next Generation science standards ¡ Planning for grades 6-8
    • e-LearningStrategiesSymposium
    • eLearning StrategiesSymposium¡  CLRN/CUE partnership¡  December 7-8, 2012¡  Hilton Orange County/Costa Mesa¡ http://elearns.org¡ Twitter: elearns
    • SymposiumRegistration¡ Early Bird: $159 ¡ Until November 1st¡ Pre-registration: $215 ¡ Until November 30th¡ On-site registration ¡ If available: $299
    • Keynotes¡ Friday: ¡ Three innovative district and county superintendents¡ Saturday: ¡ Susan Patrick
    • eLearning StrategiesSymposium¡ http://elearns.org
    • Presentation slides and links ¡ http://brianbridges.org
    • Great eLearning vs. Online Road Kill Brian BridgesDirector, California Learning Resource Network